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One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom

Running head: TECHNOLOGY IN THE CLASSROOM 1
ONE HAWAI’I K-12 COMPLEX PUBLIC SCHOOL TEACHERS’ LEVEL OF COMPUTER SELF-EFFICACY AND THEIR ACCEPTANCE OF AND INTEGRATION OF TECHNOLOGY IN THE CLASSROOM
by
Devin Takashi Oshiro
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2014
Copyright 2014 Devin Takashi Oshiro

This study sought to determine what the relationship was between K-12 public school teachers’ level of computer self‐efficacy and their acceptance of and integration of technology in the classroom in one complex in the state of Hawai`i. Computer Self‐Efficacy (CSE) as defined by Karsten, Mitra & Schmidt (2012), is “an individual’s perception of efficacy in performing specific computer related tasks within the domain of general computing” (p. 54). Computer self‐efficacy is important to the educational field because it has been found to impose a significant influence on an individual’s ability to complete a task using computer hardware/software (Shu, Tu & Wang, 2011). Currently, a large number of teachers experience some level of computer anxiety or anger when faced with the opportunity or requirement to use these tools. These negative attitudes affect teachers’ beliefs and willingness to integrate technology in their classrooms (Wilfong, 2004). The reality is that students living in today’s society lead high‐tech lives outside school and decidedly low‐tech lives inside school. This new ‘digital divide’ has made activities inside school appear to have less real world relevance. The challenge for our educational system is to use modern technology to create engaging and relevant learning experiences that mimic the technology that has become a ubiquitous way of life. ❧ Participants were emailed survey links with questions dealing with Computer Self‐Efficacy, Technology Acceptance and Technology Integration. Results indicated statistically significant findings related to the four research questions explored in this study. Overall, K-12 teachers CSE, technology acceptance, and willingness to integrate technology was found to be statistically significant, yet the correlation was too weak to make it a significant predictor. Science, Technology, Engineering and Math (STEM) teachers reported a negative correlation between Computer Self‐Efficacy and technology acceptance and no significance on technology integration. Humanities teachers reported no statistical correlation between Computer Self‐Efficacy and technology acceptance, yet a strong and significant correlation was found between CSE and technology integration. Finally, elementary school teachers reported a strong and statistically significant correlation between Computer Self‐Efficacy, technology acceptance and technology integration. ❧ Results of the study provide a basis for complex administrators, but also require a need for further studies that will add to the current body of knowledge concerning Computer Self‐Efficacy and its relationship with technology acceptance and willingness to integrate technology in the classroom.

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Running head: TECHNOLOGY IN THE CLASSROOM 1
ONE HAWAI’I K-12 COMPLEX PUBLIC SCHOOL TEACHERS’ LEVEL OF COMPUTER SELF-EFFICACY AND THEIR ACCEPTANCE OF AND INTEGRATION OF TECHNOLOGY IN THE CLASSROOM
by
Devin Takashi Oshiro
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2014
Copyright 2014 Devin Takashi Oshiro